Pros and Cons on Bilingual Education

Your editorial is a prime example of what is basically wrong with bilingual education in the L.A. city schools. There is a difference between good, sound theory and effective, workable practice. The bilingual program currently in place only works where the school population is predominately Spanish-speaking. The program is a disaster in many other schools because it is inflexible, poorly coordinated and poorly planned. Total education often becomes secondary to bilingual education.

To say that a poll of teachers can be ignored is ludicrous.

I am a veteran of more than 20 years service as a teacher in L.A. city schools. I’ve seen many programs come and go. We teach the students. We face the obstacles caused by poor program planning and inadequate materials. We are disheartened by indifferent administrators and a straight-ahead attitude toward programs without evaluating such programs.

The bilingual program in its present form is a hastily enacted, unevenly administered, paperwork-infested system that actually holds back many primary-grade students. All children don’t need three years of Spanish instruction to gain grade-level proficiency.

The worst part of the program is teacher coercion. Teachers are forced to go on waiver to learn a new language. Classes are insufficient in number and teachers are not reimbursed for their required time in them. New bilingual teachers are given seniority over veteran teachers.

The problem is to give quality education to all children. The current bilingual program is not the best solution. It needs review and change. We deserve a workable alternative to the current program.

JULIA ANSLEY

Los Angeles